Technology+and+new+forms+of+instruction

Adapted from: Encyclopedia of Education. (2002). //Technology in education: current trends.// Retrieved March 18, 2012, from Gale Opposing viewpoints in context: @http://0-ic.galegroup.com.library.hct.ac.ae/ic/ovic/ReferenceDetailsPage/ReferenceDetailsWindow?displayGroupName=Reference&disableHighlighting=true&prodId=&action=e&windowstate=normal&catId=&documentId=GALE%7CCX3403200620&mode=view


 * //Using technology to find and represent educational problems //**. One major challenge for teachers interested in problem-based learning is locating problems that are appropriate for their students and for the topics that they need to learn. Problems must be complex enough to allow exploration and encourage team work, and they should develop students' ability to break problems down and organize their solutions. Representing and communicating such complex problem situations is an important function of technology. Unlike problems that occur in the real world, technology can incorporate graphics, video, animation, and other tools to create problems that can be explored repeatedly. Multimedia representations are easier to understand than problems presented as text.

Whatever type of technology is used, an important goal is to create problem representations that are interactive and under the learner's control. The student creates a plan for investigating the problem, and the technology creates an environment that makes flexible exploration possible.

Example webquest @http://6100webquest.webs.com/


 * //Using technology to find educational resources. //** A second function of technology in problem-based learning environments is locating information needed to solve problems or do other kinds of research. In the past, teachers attempting a problem-based curriculum felt the need to limit problems to those for which they had expertise or the local library had resources. Now the World Wide Web brings an endless amount of information on almost any subject, and it is possible for students to choose topics based on personal interest rather than availability of resources.

Use of the Internet to gather information for solving problems sometimes resembles a modern version of library research, in which students gather and synthesize information from published reports. Despite the fact that the task seems traditional, the characteristics of this new medium require special skills for students. The enormous volume of information allows students to study almost any topic, but also makes it more difficult to locate precisely the right information from among the thousands, or even millions, of sites that might be located.

//Example webquest: // @http://warrensburg.k12.mo.us/webquest/continents/index.htm


 * //Using technology to summarize and present findings. //** Once students have summarized their data and other information, they typically communicate their findings to others. In the past, this meant writing a report to be read by the teacher. Writing reports is still the most widespread use of ICT, with 61 percent of U.S. teachers assigning students word processing tasks. In addition to text, students also use computer-created graphics, video, and animations to communicate their ideas.

The teacher is not the only audience for students' presentations. Students are frequently expected to present their work and receive feedback from their peers and the world outside their classroom. Whether they are using presentation software to accompany a face-to-face presentation or developing materials to put on the Web, the trend is for students to be able to communicate and defend their work to a broad audience. This increases students' perception that problem-based learning is real work for real audiences.

//Example from Year 2 Ed Tech class: // <span style="color: blue; font-family: 'Times New Roman',serif; font-size: 14pt;">http://edt2203icm.wikispaces.com/task


 * //<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Using technology for collaboration and distance education. //**<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> There are many opportunities for individual students to use technology to enhance their learning. These include online courses that provide students in remote locations with opportunities for customized curriculum and advanced placement courses. These courses are conducted entirely online and offer asynchronous interaction among faculty and students. Because they allow students to participate anytime and from anywhere, online courses are becoming increasingly popular among postsecondary students whose job and personal commitments do not allow them to meet a regular class schedule. Opportunities for interaction with peers from other countries can also contribute to knowledge and understanding of other cultures. ICT makes this type of communication possible for anyone with Internet access.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">BIBLIOGRAPHY <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">BECKER, HENRY JAY. 1999. Internet Use by Teachers: Conditions of Professional Use and Teacher-Directed Use. Teaching, Learning and Computing: 1998 National Survey of Schools and Teachers, Report 1. Irvine: Center for Research on Information Technology and Organizations, University of California, Irvine. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">BIRCHARD, KAREN. 2001. "Distance Education: European Commission Adopts $13.3-Billion Plan That Is Expected to Promote Online Education." Chronicle of Higher Education April 16. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">BRANSFORD, JOHN D.; BROWN, ANN L.; and COCKING, RODNEY R. 1999. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">COGNITION AND TECHNOLOGY GROUP AT VANDERBILT. 1997. The Jasper Project: Lessons in Curriculum, Instruction, Assessment, and Professional Development. Mahwah, NJ: Erlbaum. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">DWYER, DAVID. 1994. "Apple Classrooms of Tomorrow: What We've Learned." Educational Leadership 51 (7):4–10. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MEANS, BARBARA. 2000. Accountability in Preparing Teachers to Use Technology. Paper prepared for the Educational Technology Leadership Conference, Washington, DC, January 13-14. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">PELLEGRINO, JAMES W.; CHUDOWSKY, NAOMI; and GLASER, ROBERT, eds. 2001. Knowing What Students Know: The Science and Design of Educational Assessment. 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Ice Machines, Steamboats, and Education: Structural Change and Educational Technologies. White paper commissioned for The Secretary's Conference on Educational Technology Evaluating the Effectiveness of Technology, Washington, DC. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">THORNBURG, DAVID D. 1999. Technology in K–12 Education: Envisioning a New Future. White paper commissioned for the Forum on Technology in Education: Envisioning the Future, Washington, DC. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">WHITE, BARBARA Y., and FREDERIKSEN, JOHN R. 2000. "Metacognitive Facilitation: An Approach to Making Scientific Inquiry Accessible to All." In Teaching in the Inquiry-Based Science Classroom, ed. Jim Minstrell and Emily H. van Zee. 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"Bugscope: Magnifying the Connection Between Students, Science, and Scientists." < <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-decoration: none;">@http://glef.org/bugscope.html <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> >. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ELECTRONIC EMISSARY PROJECT. 2001. < <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-decoration: none;">@http://emissary.ots.utexas.edu/emissary/ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> >. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">KIDLINK. 2002. < <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-decoration: none;">www.kidlink.org <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> >. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">NATIONAL CENTER FOR EDUCATION STATISTICS. 2000. "Internet Access in U.S. Public Elementary and Secondary Schools." < <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-decoration: none;">@http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000102 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> >. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">PASSPORT TO KNOWLEDGE. 2001. < <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-decoration: none;">@http://passporttoknowledge.com/hst/ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> >. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">UNITED NATIONS DEVELOPMENT PROGRAM. 2001. "Human Development Report 2001: Making New Technologies Work for Human Development." < <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-decoration: none;">www.undp.org/hdr2001/ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> >. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">UNIVERSITY OF WASHINGTON, TACOMA 2001. "Conductivity and Temperature Study." < <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px; text-decoration: none;">www.Tacoma.Washington.edu/education/intel/Projects/Morrison_photo.htm <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> >. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">SUSAN M. WILLIAMS